SHINE Lesson:
Robots Among Us!
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Lesson Title: Robots Among Us!
This Teacher was mentored by:
Draft Date: June 11, 2012
1st Author (Writer): Tracy Rumbaugh
Associated Business: Tri-V Tool and Mfg. Co.
Instructional Component Used: Invention vs. Innovation
http://www.tri-vtool.com/
Grade Level: 6-8 Middle
In partnership with Project SHINE grant
funded through the
Content (what is taught):
National Science Foundation
 Define a robot by specific characteristics
 Understand that engineers design robots to do different
tasks
 Identify situations or tasks where it makes more sense to use robots rather than humans
Context (how it is taught):
 Students explore the kinds of robots in use in a variety of fields
 Students work in teams to develop a robot arm using common materials
Activity Description:
In this lesson, students will investigate robots in manufacturing. Students will define what a
robot is and explore the kinds of robots in use in a variety of fields. Students will work in teams
to design and build a working robotic arm from a set of everyday items with a goal of having the
arm be able to pick up a Styrofoam cup.
Standards:
Math: ME1
Science: SB2, SB3, SE1, SE2
Engineering: EA2, EC1, EC3
Technology: TB4, TC1, TD1, TD2, TE2
Materials List:
 Footballs (one per group of 6-8 students)
 Strips of paper labeled with “Robot Tasks” (per pair of students).
 For “Build Your Own Robot Arm” Lab (per group of 3-4 students)
 5 or more 3” x 22” strips of cardboard
 10-15 paper clips (different sizes)
 10-15 brads
 3-4 pencils
 8 or more binder clips (different sizes)
 15 rubber bands (different sizes)
 6-8 clothespins
 Tape (clear and/or masking)
 10-15craft sticks
 3-4 feet of twine
 3-4 feet of fishing line
 Asst pieces of various size scraps of cardboard
 1-2 wire hangers
 Styrofoam cup
© 2012 Board of Regents University of Nebraska
Asking Questions: (Robots Among Us!)
Summary: Students will explore the kinds of tasks that robots perform and what inspires ideas
for building different robots.
Outline:
 Students will answer the question “What is a robot?”
 Students will share ideas about robots and why engineers design and build robots
 Students will be divided into groups of 6-8 and given a football to pass around the group
 Teacher will time the students passing technique and then challenge the students to come up
with a faster way to pass the ball
 Students will relate this task to innovation and using robots to improve a manufacturing
process
Activity: As students arrive, have them spend five minutes writing or sketching in response to
the prompt “What is a robot?” Ask for volunteers to share their responses. Have students share
their drawings and ideas with the person next to them. Listen for students’ ideas about why
engineers design and build robots.
Explain to the students that they will be doing a quick activity to get them thinking about
innovation and design. Divide students into groups of 6-8. Give each group a football and ask
them to pass the football around the group; the football must touch every hand in the group, but
must touch no more than one hand at any time. Most groups will pass the ball from one hand to
another around a circle. Time the groups with a stopwatch and then ask the students if they can
think of any way to complete the challenge in a faster time. Possible solutions are to all crouch
around a stationary ball and touch it with fingertips in quick succession or make a slope out of
hands and roll the ball down. Explain to students that innovation is the process of making
improvements by introducing something that is new. Ask them to explain how they were
innovating. Ask them to relate this type of innovation to using robots to improve a
manufacturing process.
As students become interested throughout the discussion ask these questions:
Questions
What makes a robot a robot?
Answers
Answers will vary. Most students think of
robots in humanlike terms – communicating
and doing things humans do.
What robots do you know of from pop culture? R2D2, C3PO, Marvin, Transformers, Wall-E,
HAL9000, Sonny (I-Robot), Terminator Series
What machines can you think of that might
Automatic car wash, Vending machine,
qualify as robots?
Remote control cars and trucks, Bionic arm
(prosthetic), Robotic arm (manufacturing)
What are some reasons for designing or
Increase speed and/or efficiency in assembling
building robots?
a product. To do things humans find boring.
To do things considered dangerous.
© 2012 Board of Regents University of Nebraska
Exploring Concepts: (Robots Among Us!)
Summary: Students explore scenarios where robots improve the circumstances by developing a
plan for how a robot might carry out a specific task.
Outline:
 View Power Point presentation on robots in manufacturing
 Read news article on how BMW is using robots in some areas of assembly, but why robots
are not used in other areas of assembly
 Students will work in pairs to brainstorm how a robot might carry out a specific task
Activity: In this lesson, students will investigate the use of robots in manufacturing. Students
will view the Power Point presentation “Robots in Manufacturing” (link under Resources).
Students will read the news article “The Future of Robotics in Manufacturing: Moving to the
Other Side of the Factory” (link under Resources). Teacher will lead discussion on the history of
robots in manufacturing and the pros and cons of using robots for manufacturing tasks. Students
will then work in pairs to brainstorm how a robot might carry out a specific task. Give each pair
of students a piece of paper, prepared ahead of time; with one of the following phrases on it
(repeat phrases as needed depending on class size).
 Arranging chocolates in a box
 Defusing bombs
 Cleaning and vacuuming
 Interacting with students
 Exploring the surface of the moon
 Assisting in surgical procedures
 Assembling cars and other vehicles
 Helping shoppers
Ask the students how might robots be better than humans at the task and what might the
drawbacks be in using robots for the task.
Resources:
 Free presentations in Power Point format:
http://www.authorstream.com/Presentation/tsomasundar-908840-robotics-in-manufacturing/
 “How Robots Changed Manufacturing” from How Stuff Works:
http://science.howstuffworks.com/robots-changed-manufacturing.htm
 “The Future of Robotic in Manufacturing: Moving to the Other Side of the Factory” from
Industry Week: http://www.industryweek.com/PrintArticle.aspx?ArticleID=26609
© 2012 Board of Regents University of Nebraska
Instructing Concepts: (Robots Among Us!)
Invention vs. Innovation
When considering the human condition there have been advancements through invention and
innovation. These are similar concepts and yet are subtly different. The processes of invention
and innovation is carried out to improve a situation or to solve a problem that has been
encountered.
Invention: Invention is the creation of a NEW product, system or process that has never existed
before. It is created through study and experimentation. It is important that invention creates an
entirely new product.
Innovation: Innovation is an improvement of an existing technological product, system or
process. Some definitions of innovation state that there needs to be a significant improvement in
the product, system, or process. Innovation differs from invention because it is an improvement
of something that has been previously created (invented).
Other Vocabulary
The process of invention and innovation is accomplished through similar techniques. You might
encounter the terms: technology, science, engineering, and robot when discussing the creation
and improvement of products, systems, and processes. Invention and innovation are critical to
the learning of new things but they do not stand-alone. Any of the terms above can be used as
part of the inventive and innovative process.
Technology: Technology is defined as the generation of knowledge and processes to develop
systems that solve problems and extend human capabilities. As you can see the invention or
innovation can create technology. Technology is a result of invention or innovation.
Science: Science is defined as the study of the natural world through observation, identification,
description, experimental investigation and theoretical explanations. Science allows us to
understand the world and how it works. Through the knowledge gained from science we can
analyze our needs and start the process of invention and innovation.
Engineering: Engineering is defined as the knowledge of mathematical and natural sciences
applied with judgment and creativity to develop products, processes and systems to benefit
humankind. If science provides us with knowledge about the world, engineering provides us
with tools to use in the process of invention and innovation.
Robot: A robot is a device that automatically performs complicated, often repetitive tasks; a
mechanism guided by automatic controls. A robot is a tool that can be used to do science or
engineering. As science and technology advance, robots will become integral components of
invention and innovation.
© 2012 Board of Regents University of Nebraska
Organizing Learning: (Robots Among Us!)
Summary: Students will design and build a working robotic arm from a set of everyday items
with a goal of having the arm be able to pick up a Styrofoam cup.
Outline:
 Students develop a robot arm using common materials
 Students explore design, construction, and materials selection and use
Activity: In this lesson, students use common materials to design and build a working robot arm.
Divide class into teams of three to four students. Provide each team with a bag including the
following materials:
 5 or more 3” x 22” strips of cardboard
 10-15 brads
 8 or more binder clips (different sizes)
 6-8 clothespins
 10-15craft sticks
 3-4 feet of fishing line
 1-2 wire hangers
 10-15 paper clips (different sizes)
 3-4 pencils
 15 rubber bands (different sizes)
 Tape (clear and/or masking)
 3-4 feet of twine
 Asst pieces of various size scraps of cardboard
 Styrofoam cup
Each team must use the materials to design and build a working robot arm. The robot arm must
be at least 18 inches in length and be able to pick up an empty Styrofoam cup. Teams of
students must agree on a design for the robot arm, identify what materials to use, and sketch the
design prior to construction. Explain that teamwork, and trial and error are part of the design
process. There is no “right” answer to the problem. Completed robot arms may be tested by the
teacher or in a class competition. For an activity description and more detailed activity questions
see attached file: E040_SHINE_Robots_Among_Us_O_Activity.doc
Attachment:
 E040_SHINE_Robots_Among_Us_O_Activity.doc
© 2012 Board of Regents University of Nebraska
Understanding Learning: (Robots Among Us!)
Summary: Students will explain the kinds of tasks that robots perform, and what inspires ideas
for building different robots.
Outline:
 Formative Assessment of the Use of Invention vs. Innovation
 Summative Assessment of the Use of Invention vs. Innovation
Activity: Students will complete written assessments related to invention vs. innovation.
Formative Assessment: As students are engaged in the lesson ask these or similar questions:
1) Can students determine the key characteristics of a robot? Does it have to be humanlike?
2) Are students able to explain why do engineers design and build robots?
3) Can students relate the need of differentiation in robots to the need for different tasks to
be performed?
4) Are students able to evaluate what tasks are particularly suited for robots rather than
humans?
Summative Assessment: Students can answer the following writing prompts:
1) Explain how a person can tell if something is a robot. Is it by looks, behavior, or
something else?
2) Explain the difference between invention and innovation.
3) Think about a career on interest to you. List ways in which machines or robots might make
parts of that job no longer necessary for humans to do. How might you have to adjust in a
competitive job market that may employ an increasing number of robots, machines, and
computers? What qualities do humans have that could never be replaced by robots?
4) Write an essay about how the invention of robots has impacted manufacturing. What tasks
are robots likely to do in the future that they aren’t capable of doing now?
© 2012 Board of Regents University of Nebraska